Science of Reading: The Podcast

Learning is at the center of everything in education, so understanding how the human brain processes, retains, and retrieves new information is essential to student growth. In this special crossover episode, Susan joins forces with fellow Amplify podcast hosts Eric Cross from Science Connections, and Dan Meyer and Bethany Lockhart Johnson from Math Teacher Lounge, to discuss what learning really means across subjects. Susan is also joined by Peter C. Brown, author of the book Make It Stick: The Science of Successful Learning, to dive into the cognitive science behind how our brains learn and ways you can apply that research in your classroom right now!

Show notes: 

• Amplify podcast hub
• Podcast: Science of Reading: The Podcast
• Podcast: Math Teacher Lounge
  Podcast: Science Connections
• Book: “Make It Stick: The Science of Successful Learning,” by Peter C. Brown, Henry L. Roediger III,, Mark A. McDaniel
• Website: Retrieval Practice

Quotes:
“As much as I'm into the science of learning, I really wanna be into, like, the humility of teaching” —Dan Meyer

“Learning is this fluid thing. It's social, it's dynamic, it's experiential. It is the process of acquiring knowledge and understanding, and developing these behavioral skills, but it's also embedded in this bigger context of your background, your identity.” —Eric Cross

“For myself as an educator, I am just a lily pad as [students] hop across the pond, but I want to be the best lily pad possible. I want to give them the strongest surface. I want to give them the most security that I can.” —Eric Cross

“There's new ways to solve the problem. There's new ways to look at the problem. There's new ways to take apart the problem and put it back together. And for me, that's when learning happens.” —Bethany Lockhart Johnson

“The scientists have discovered that for something to be learned and retained, you need to help the brain do that by practicing, retrieving it from memory, and practicing explaining it in your own words to somebody else asking.” —Peter C. Brown

“There's really great evidence that we can then teach our students or maybe even ourselves how to be a better learner.” —Susan Lambert

“Joy in the classroom is a much better context for learning than anxiety.” —Susan Lambert

Back in 2019, Natalie Wexler joined Susan Lambert as the very first guest on Science of Reading: The Podcast. Now—more than three years and three million downloads later—Science of Reading: The Podcast welcomes Natalie back on the show. She and Susan discuss what she's seen in the 3+ years since releasing her groundbreaking book The Knowledge Gap and delve into the importance of managing cognitive load, building long-term memory, writing, and the broader science of literacy. Lastly, Natalie shares what she hopes to see in the education headlines in the not-so-distant future.

Show notes:

• Our first episode with Natalie Wexler, The Knowledge Gap
• The Knowledge Gap: The Hidden Cause of America's Broken Education System—And How to Fix It , by Natalie Wexler
• Bloom's Taxonomy
• One Sentence At A Time, by Judith C. Hochman and Natalie Wexler
• The Writing Revolution website
• Knowledge Matters Campaign
• Statement from Knowledge Matters Campaign

Quotes:
“I'm a little worried that Science of Reading, narrowly defined, isn’t encompassing everything we need to do. And people are getting the idea that if they just add more phonics to what they're already doing, they'll have solved the problem.” —Natalie Wexler

“Even if we do a great job on that foundational skills side of things, if we are not also changing current standard practice with regard to comprehension. If we don't start building kids' academic knowledge and vocabulary early, we are gonna find, at higher grade levels, kids are gonna be able to decode complex text, but they may not be able to understand it.” —Natalie Wexler

“There are serious problems with how we have been approaching decoding instruction. There are equally serious problems with how we've been approaching comprehension instruction, and that's the message that I think is not getting out.” —Natalie Wexler

“You can't get to the top without going through the bottom. You can't think critically about a topic that you don't have understanding or knowledge of, it's just not going to work.” —Natalie Wexler

“Here's the catch about writing: It's hugely important. It can help cement knowledge and long-term memory, and deepen knowledge.” —Natalie Wexler

“Even if you as a teacher have doubts about the curriculum. It's really important to give it your best shot and approach it with enthusiasm.” —Natalie Wexler

“It's great to focus attention on problems with phonics instruction, but we also need to bring attention to problems with comprehension instruction and the failure to build a kind of knowledge that fuels comprehension.” —Natalie Wexler

“What has amazed me is how many teachers and educators have nevertheless really embraced this message. And I think that really speaks to how much they care about their students. Change is hard, but they are undertaking it daily.” —Natalie Wexler 

Todd Collins went from education outsider to literacy expert when he joined his local school board after a career in finance and technology. When Todd saw the literacy assessment number, his data-driven mind said "this isn't good enough" and got to work. Todd went on to organize the California Reading Coalition, a movement of educators, advocates, parents, and policymakers committed to improving reading instruction and outcomes for California's six million students. In this episode, he joins Susan Lambert to discuss what it really takes to make effective change; the importance of clear, ambitious goals and strong leadership in schools; and which numbers within literacy data are most important to focus on.

Show notes: 

• California Reading Coalition 
• California Reading Report Card
• California Reading Coalition on Twitter
• California Reading Coalition on Facebook

Quotes:
“We have to help everybody kind of collectively align our voices and help people who wanna find out more about this, find out more about it.” —Todd Collins

“If the pieces of the system aren't all working together, then you just don't achieve sustained change.” —Todd Collins

“Leaders have a critical function. They communicate to everybody in a state or in an organization what's important. You don't have to tell 'em what to do, but you need to tell 'em what the goal is.” —Todd Collins

“Teachers aren't the problem. Teachers are the solution.” —Todd Collins

“We simply can't call ourselves a great school district unless we get great results for our most challenged and least resourced students.” —Todd Collins

“It's not a new thing to be concerned about the low achievement among low-income students but it's a relatively new thing to do something about it.” —Todd Collins

While working with students, one educator came to a realization that put her on a path to fascinating research in the Science of Reading. In this episode, Jasmine Rogers—manager and coach with the In Schools program at the DC Reading Clinic and an early literacy intervention lead at American University—shares her story and delves into her research on dialects and best practices for structured literacy instruction. She discusses Black language and how it connects with the language comprehension strand of Scarborough's Reading Rope. Jasmine also offers recommendations for classroom teachers who have bidialectal students.

Show notes:

• DC Reading Clinic
• S1-22: Success using the Science of Reading: Mary Clayman
• Jasmine Rogers - Linkedin 
• S4-07: Linguistic Variety and Dialects: Difference, not error: Julie Washington
• “Teaching Reading to African American Children,” by Julie A. Washington and Mark S. Seidenberg
• “Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy,” by April Baker-Bell
• “An Informed Lens on African American English,” by Megan-Brette Hamilton
• “Multilingualism and Codeswitching in Education,” by Nkonko M. Kamwangamalu

Quotes:

“As a teacher, a Black woman, who speaks Black English, who knows the language, who is very well versed in structured literacy, if I overlooked this, if that caught me off guard a little bit, then that means that could potentially catch someone else off guard.” —Jasmine Rogers

“With language comprehension, and considering in your native language, there may be a word that doesn’t necessarily match up with a language that you are learning in the classroom. So you have to then use your incredible cognitive skills that speak two completely different codes, comprehend what is happening, and then tie that back into, of course, the Rope to become a fluent reader.” —Jasmine Rogers

“I consider Black English to be a very complex and complicated language…but I think typically in society it has been viewed very negatively. You can see in the media and in research where people have talked about it and used negative connotations. And I think those beliefs from society have seeped into the classroom.” —Jasmine Rogers

“A strength of children that are bidialectal is the similar strength to students that are bilingual—they have an ability to take language that is different from theirs and translate it. That right there is an asset.” —Jasmine Rogers

“The languages that we speak and bring from home also are not wrong. They’re simply different. And we’re gonna work together so that we take what we know differently and come together with a common language so that we’re communicating with one another.” —Jasmine Rogers

“We have got to give our students access to this code so that they can become literate and run our society one day.” —Jasmine Rogers

Throughout this season, we've explored different tiers of the education system. In this episode, we look at the role higher education plays in equipping teachers with the right training and tools. Our guest Donna Hejtmanek, a retired special education teacher and reading specialist, shares her disappointing first-hand experience of going back to school at the age of 58—an experience that made her realize many universities weren't training educators in the Science of Reading. Donna tells Susan the story of how she came to create the incredibly popular Facebook group Science of Reading–What I Should Have Learned in College, and discusses what it will take to change higher education.

Additional resources:

• Facebook group: Science of Reading—What I Should Have Learned in College
• Stephanie Stollar’s group Stronger Together: The Alliance for Reading Science in Higher Education
• Facebook group: Training Reading Rocket Scientists
• Facebook group: Science of Reading for Administrators—What Teachers Want You to Know
• Find Donna on Twitter.
• Find Donna on LinkedIn.

Quotes:

“The door's been cracked. It has to happen and it has to happen by having relationships with people. You just can’t walk in and just say, you know, this is the way it needs to be done. It's a slow process.” —Donna Hejtmanek

“If you're trained in a certain way, you're only exposing yourself to those researchers doing those things and that type of information. And so you don't know other sources of information of other researchers and what else might be going on.” —Donna Hejtmanek

“Learning the Science of Reading is not a, ‘You get it in one day.’ It's not like that. It's a journey and it takes time to assimilate everything you read and then turning that into a practice and shifting the thinking of millions of people.” —Donna Hejtmanek

“You get better and better at it the longer you do it. So if we just stay stagnant and are closed-minded to new things that are out there, then we can't grow.” —Donna Hejtmanek

Announcing the 2023 Science of Reading Star Awards!
The Science of Reading Star Awards are back to honor and celebrate another group of outstanding educators. Do you know someone who has empowered their students with the Science of Reading? Whether that someone is you or a colleague, nominate them to be the next star!

With Utah's recent passing of Senate Bill 127, a sweeping piece of literacy legislation, many are turning to the state as a model of what statewide implementation of the Science of Reading can look like. In this episode, Dr. Jennifer Throndsen, Director of Teaching and Learning at Utah State Board of Education, joins Susan to tell the story of how Senate Bill 127 came to be and how they are continuing to make changes to schools across Utah. Together, they discuss what the bill included, the opportunities and challenges the bill provides when it comes to implementation, and advice for other states looking to enact literacy legislation. Throndsen also discusses her experience as a teacher and her journey with the Science of Reading.

Additional resources:

• Utah’s S.B. 127 Early Literacy Outcomes Improvement
• Western States Take Aim at Early Literacy During 2022 Legislative Sessions (The Council of State Governments West)

Quotes:

"Our students are the state's greatest asset, and we need to invest in them with all the energy and knowledge we have to do our best to serve them with urgency, compassion, and high expectations." —Jennifer Throndsen

"If kids can't read, that really keeps them from accessing other content areas like science, social studies, and being able to engage in story problems in mathematics." —Jennifer Throndsen

"Being able to read is today's civil right's movement." —Jennifer Throndsen

"With requirements comes resistance. No matter how great the opportunity is." —Jennifer Throndsen

In this episode, we take you behind the scenes of the smash hit foundational reading series The Reading League’s “Reading Buddies,” aimed at students in pre-K through third grade. Susan is joined by Andrea Dotto and Brendan Malafronte—artists, performers, and co-founders of children's story hour and media company Dusty & Dott—as well as "Reading Buddies" executive producer Toni Ann Walsh. Together, the four of them discuss how the show started and how Andrea and Brendan got up to speed on the Science of Reading, and share tips for educators and caregivers on how to make reading instruction fun for kids.

Additional resources:

• YouTube Channel
• Website: https://www.thereadingleague.org/reading-buddies/
• Email: ReadingBuddies@thereadingleague.org 
• Facebook
• Instagram
• The Reading League website
• Dusty and Dott website

Quotes:
“Our mission is to educate educators on the Science of Reading because we believe that if educators have that knowledge, they can transform kids' lives.”  —Toni Ann Walsh

“Little by little you can learn to read, you can do something hard and we can do it together.” —Andrea Dotto

“As a storyteller, I can go on a stage and tell a story and know, ‘Oh, that song made somebody connect to a memory,’ or ‘These two hours, they got to escape whatever is bothering them at home.’ That escapism is special and magical. But with reading buddies you get escapism and then you also get impact.” —Andrea Dotto

“God bless teachers. They're incredible. And we are here to help you continue to be incredible. We're here to give you tools to excite your students and just complement everything that you are doing.” —Brendan Malafronte

Dr. Nyshawana Francis-Thompson, Deputy Chief of Curriculum and Instruction in the School District of Philadelphia, has played an integral role leading and sustaining a transition to the Science of Reading in the Philadelphia public school district. But making such a change across a large district is difficult. In this episode, Dr. Francis-Thompson (who goes by Dr. Ny) talks with Susan about Philadelphia’s experience. She also talks about her own experience learning about the Science of Reading, and offers tips to other district-level leaders and wisdom about providing all students with the liberation that comes through reading and leading—all with love at the center.

Additional Resources:

• Dr. Ny’s LinkedIn profile
• Focused implementation: Doing less to do more with Dr. Doug Reeves—Podcast episode
• 2021 The Philadelphia Citizen story: “A Better Way to Teach Reading” 
• 2021 Chalkbeat Philadelphia story: “Just 32% of Philadelphia third graders read on grade level. Freedom Schools Literacy Academy could be a model to change that.”
• A 2017 Accountability Review Council report on Philadelphia: “Promoting the Science of Reading Instruction in Philadelphia Public Elementary Schools: Early Implementation Lessons”
• Video of Dr. Ny speaking: “Equity in Curriculum”
• Dr. Ny’s 2017 dissertation: “Beyond the Pink Sand: Case Studies of Experiences of Multi-Tier System of Supports Implementation in the Bermuda Public School System”

Quotes:
“I have never met a student that did not want to learn how to read or a family that did not understand the importance of their children knowing how to read.” 
—Dr. Nyshawana Francis-Thompson

“We have to listen to our young people in order to be able to move with that sense of urgency.” 
—Dr. Nyshawana Francis-Thompson

“Liberation is connected to our students being literate… In order for our students to truly be free, we [need to] understand the power that reading has in their future.”
—Dr. Nyshawana Francis-Thompson

“We have to remember who we are serving and why we are serving them.” 
—Dr. Nyshawana Francis-Thompson

“A lot of times when you’re in a large system and you’re leading a large system, it can become very robotic-like a machine. You do this, you get this, you do this, you get this. But there’s a human aspect that if you have not considered that human aspect, you could very well end up in the same place that you’re trying to move away from.”
—Dr. Nyshawana Francis-Thompson

“And while it’s a five-year strategic plan, we do have a sense of urgency and I’m sure within that there are gonna be benchmarks and hundred-day plans and smaller plans to make sure that we are actually doubling down again on the things that truly matter, that are gonna lead, outcomes for our students here in the school district.”
—Dr. Nyshawana Francis-Thompson

“If we’re only in the business of educating some students, then what are we really doing? It’s important to look at the students that are not benefitting and really identifying the things that work for that population of students rather than continuing with practices that aren’t meeting the needs of the students we’re serving.” 
—Dr. Nyshawana Francis-Thompson

As the former chief academic officer at the Louisiana Department of Education, Rebecca Kockler made it her mission to empower districts to select higher quality materials. This involved a thorough and rigorous curriculum review, and allowing teachers to choose the program they wanted once they knew exactly what they were getting. This work built Kockler’s case for focusing on quality curricula as a vital part of student success. Using Kockler’s work in Louisiana as a case study, this episode shows why state governments should focus on logistics, procurement, and equipping educators with the information they need to make the best decision for their students.

Additional Resources:

• Louisiana Department of Education’s instructional materials review 
• Education Next: Louisiana Threads the Needle on Ed Reform
• Bio on the the Advanced Education Research and Development Fund (AERDF) website
• US News: A Compelling Case for Curriculum

Quotes:

“It was really our teachers who led so much of the charge to say, ‘No, this is what we want. We believe kids should be held to high expectations. We believe they're capable, we believe they deserve it.’”
– Rebecca Kockler, Program Director of Reading Reimagined within AERDF, CEO and Founder of Illuminate Literacy, and former Assistant Superintendent of Academics at the Louisiana Department of Education

Mimi Stewart is a state senator from New Mexico and previously worked as a public school elementary special education teacher for thirty years, with an expertise in reading literacy. Her unique background has turned into a passion for and a history of championing educational policies as a legislator. This episode focuses on how state government and state legislation can work to improve literacy instruction. She takes us through the process of creating a piece of literacy legislation, New Mexico Senate Bill 398, which passed in 2019. Sen. Stewart also shares the latest on that bill and also talks about what she’s now focusing on from her place in the legislature—like changing that way we teach teachers from a university level.

Additional Resources:

• New Mexico Senate Bill 398
• Mimi Stewart - Twitter
• People for Mimi Stewart - Facebook Page
• Mimi Stewart - Website
• American Educator, Spring/Summer 1998
• National Conference of State Legislatures’ “No Time To Lose” Report
• The May Center for Learning - Website

Quote:

“Think about how many young kids in school right now we are not reaching and that have that feeling that they're dumb and they can't get it. I had one kid say to me, Ms. Stewart, I think there's just a secret code. And I said to him, You are right. There is a secret code. It's called the alphabetic code, and you can learn that easily.” 
– Mimi Stewart, New Mexico State Senator, representing New Mexico’s District 17

Equal parts educational leader, educator, and life-long learner of reading science, Mitchell Brookins has leveraged his passion and dedication to affect change in the lives of the students and teachers he works with, as well as the many educators he has inspired online. In this episode, he opens up about the emotional journey he took—from realizing everything he’d been doing wasn’t working and that he’d never actually learned how to teach kids to read, to seeking out reading research and encountering the Science of Reading—a path that brought unparalleled transformation and success to his schools. Mitchell talks about how he is still learning  and keeping students at the forefront of what he does every day, ending on a powerful story of a student who changed his life forever.

Additional Resources:

• The National Reading Panel Report: Practical Advice for Teachers
• Mitchell Brookins - Twitter
• Scanning Pens webinar: Learning to Read & How to Support Older Learners
• Free Poster: Why are you thankful for literacy?

Quotes:

“My calling is so that children can one day stand on their own without scaffolds, that children will one day reap the benefits that literacy is liberty, that children will one day be able to teach someone else the power that only literacy can bring.” – Mitchell Brookins

Community and education activist Naomi Peña and clinical psychologist Dr. Akeela Azcuy knew that, as moms of struggling readers themselves, they had the opportunity to advocate for not only their own children but all children. These two leaders and changemakers founded Literacy Academy Collective with the goal of one day creating a stand-alone New York City public school devoted to educating children with language-based learning disabilities as well as struggling readers. In this episode, our guests share their own families’ experiences with dyslexia, how that impacted their activism, and how listeners at home can effect grassroots change in their own communities.

Additional Resources:

• Literacy Academy Collective homepage 
• “Parents play a major role in new dyslexia pilot program”—NY1
• “The rise and fall of vibes-based literacy”—The New Yorker
• “In the fight over how to teach reading, this guru makes a major retreat”—The New York Times
• Become an Amplify Tutor—Don’t miss this opportunity to make an impact in young readers' lives!

Quotes:

“Leaders tend to forget that you get more out of parents if you collaborate with them, if you're honest.” — Naomi Peña

“With the level and degree of training, understanding, and privilege that I had, it was still – and still continues to be – an overwhelming battle to get your child the services that they need.” — Akeela Azcuy

As an educator, researcher, author, and leadership consultant—there is little within the education world that Doug Reeves has not done. Twice named to the Harvard University Distinguished Authors Series, Doug has written more than forty books and joins Susan to discuss one in particular—Building to Impact. Together they dive into what evidence-based implementation looks like including the importance of de-implementation. Doug provides tangible advice for educators on what success looks like, how to define it for your school, and the ways to make it happen by focusing on one thing at a time until it becomes part of your school’s culture.

Show Notes:

• Building to Impact: The 5D Implementation Playbook for Educators
• Fearless Schools: Building Trust and Resilience for Learning, Teaching, and Leading
• 100-Day Leaders: Turning Short-Term Wins Into Long-Term Success in Schools
• Doug Reeves - Homepage
• Creative Leadership - Website
• Doug Reeves - Twitter
• “The Engagement Illusion” by Doug Reeves
• Webinar: “Fearless Schools”

Quotes:

“When was the last time in education, anybody heard of de-implementation? All we do is pile one thing on top of another, on top of another, and then we don't then, then we wonder why it didn't work.” —Doug Reeves

“If you're not gonna have deep implementation, which requires a level of focus and allocation of time and resources, then don't bother.” —Doug Reeves

“You have to have a singular focus and, and it's gotta be sustained year after year after year until it becomes part of your culture.” —Doug Reeves

“You have to distinguish between an initiative, something that is new, and culture, something that's part of what we do every day and that is embedded. That is more important.” —Doug Reeves

“The problem is this. If you only look at the results, then you don't know what caused it. Somebody has to look at underlying causes.” —Doug Reeves

“It's really important for administrators to say, hey, I can deal with some chaos. I can deal with students making mistakes. That's real learning.” —Doug Reeves

Episode Content Timestamps*

1:00: Introduction: Who is Doug Reeves?
3:00: Book Talk: 5D Implementation Playbook
5:00: Implementation science
8:00: Levels of implementation
9:00: Focused implementation
11:00: 5D Implementation: Discover
13:00: Implementation specialist
16:00: 5D Implementation: Double back
17:00: 5D Implementation: Design
19:00: De-implementation
23:00: 5D Implementation: Delivery
25:00: 5D Implementation: Double Up
27:00: How to scale implementation
29:00: Systematic implementation example: San Bernadino, CA
32:00: Advice for administrators
33:00: Book Talk: Fearless Schools, Building Trust and Resilience for Learning, Teaching, and Leading
39:00: "It's all about the students": What does that mean to Doug Reeves?

*Timestamps are approximate, rounded to nearest minute

In this episode, we dive deep into the National Assessment of Educational Progress (NAEP), also known as the Nation’s report card. Chester Finn, Jr., author of the new book Assessing the Nation's Report Card: Challenges and Choices for NAEP, joins Susan to talk about the NAEP assessment. They discuss how the assessment works, what it is and isn’t, and what benefits and opportunities it provides as the achievement gap continues to grow.

Show Notes:

• Assessing the Nation's Report Card: Challenges and Choices for NAEP by Chester Finn, Jr.
• Want to hang out with Susan and chat live about this episode of this podcast? Don’t miss our next “Off the Pod” FB live on our Community Facebook Group, where you can ask Susan your questions in real time!
• Also, join Susan on Sept. 26, as she kicks off a webinar series all about building a Science of Reading ecosystem. The first session will focus on demystifying the Science of Reading and MTSS. 

Additional resources:

• PolicyEd video: “Overhauling the Nation’s Report Card” | Perspectives on Policy
• Flypaper: “Assessing the Nation’s Report Card: Challenges and choices for NAEP”
• Education Next piece: “It felt like guerrilla warfare”
• Webinar: What you may not know—but should—about the Nation's Report Card
• Chester Finn bio at Thomas B. Fordham Institute

Quotes:

“For this to work, we need both great teachers and great curricula.” —Chester Finn

“The single most important thing NAEP cannot do [is that] it cannot in any definitive way explain why scores are what they are or are rising or falling.” —Chester Finn

Episode Content Timestamps*

1:00: Introduction: Who is Chester E. Finn Jr.?
2:00: The History of NAEP
9:00: What is NAEP and how does it work?
16:00: Long term assessment
23:00: NAEP and achievement gaps
26:00: Next step with NAEP
29:00: State-level impact of NAEP results
31:00: Why isn't education more front and center in policy today?
34:00: Level of concern and literacy prognosis
37:00: Limitation and opportunities around NAEP
40:00: What does "It's all about the students" mean to Chester Finn?

*Timestamps are approximate, rounded to nearest minute

In our kick-off episode for season six, host Susan Lambert is joined by podcast alum Margaret Goldberg, the co-founder of the Right to Read Project.  They discuss the new, animated Science of Reading series Brain Builders, and how this free tool can be shared directly with students and with their caregivers. Importantly, Margaret also elevates the need to focus on the comprehension strand of the Science of Reading.

Show Notes:

Right to Read Project

Brain Builders animated videos

Brain Builders: VIP launch party

Knowledge at the Center of English Language Arts Instruction by Gina Cerveti and Freddy Heibert

Quotes: 

“We looked at Scarborough's Rope. If we're really focused just on word recognition, we're not going to get all of our kids to where they need and deserve to be."

 —  Margaret Goldberg

“It's never too late to learn how to read. We can get you there.”

   —  Margaret Goldberg

In this episode, Susan Lambert was joined by Dr. Elsa Cárdenas-Hagan to discuss the unique challenges and opportunities presented when teaching multilingual learners how to read. Dr. Cárdenas-Hagan is a bilingual speech language pathologist and a certified academic language therapist. She is also the director of Valley Speech Language and Learning Center in Brownsville, Texas. On the podcast, she and Susan talked about how teachers can make connections between students’ home languages and English in order to celebrate their language and give them new tools to better understand English. She stressed the importance of teachers educating themselves on their students’ home languages so they can spot orthographic and phonological similarities and differences, and highlighted the importance of educator collaboration to drive student success.

Show notes: 

Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction by Dr. Elsa Cárdenas-Hagan

Presentation: “Making Connections for Structured Literacy Instruction Among English Learners”

Reading SOS special video series: Expert Answers to Family Questions About Reading

Online book study of Literacy Foundations for English Learners By Dr. Elsa Cárdenas-Hagan

Mylanguages.org

Podcast survey

Quotes:

“The more we’re able to read, the more we’re able to learn.“

          —Dr. Elsa Cárdenas-Hagan 

“Sometimes as teachers, we feel so overwhelmed with, Oh, I don't know that language. How in the world am I going to introduce a whole new thing? Instead we should be starting to understand connections.”

        —Dr. Elsa Cárdenas-Hagan 

Dr. Nancy Nelson, assistant professor of special education at Boston University, discusses myths and misconceptions around RTI, MTSS, and assessment screening in reading and mathematics instruction. She highlights what tools need to be in place for the RTI system to be implemented well, her work on DIBELS®, and the importance of dyslexia screeners.

Show notes: 

DIBELS® at the University of Oregon

Podcast Survey

Quotes:

“Relying on data allows us to engage in a systematic process to implement systems to meet the needs of all kids.”
           —Dr. Nancy Nelson

Join Sonia Cabell, associate professor at the School of Teacher Education at Florida State University, as she shares findings from her research trials on content-rich literacy curricula and discusses whether activating students’ background knowledge alongside explicit phonics instruction is more effective than the traditional approaches. She also describes what constitutes “compelling evidence” in the Science of Reading and explains why students need to interact with both written and spoken language while learning to read.

Show notes: 

Florida Center for Reading Research

Core Knowledge Language Arts

Writing Into Literacy TEDx Talk by Sonia Cabell

National Reading Panel Report 2000

EdWeek Science of Reading article by Sonia Cabell

Special Issue: The Science of Reading: Supports, Critiques, and Questions

Live with the Author interview

The Power of Conversations: Building Primary Grade Students’ Vocabulary and Comprehension in a Changing Educational Landscape by Sonia Cabell

Twitter: @SoniaCabell

Quotes:

“The knowledge that you have about a particular subject matters for your reading comprehension.”
        —Sonia Cabell

“When I think about content-rich English Language Arts, I think about how we can integrate science and social studies into the language arts in ways that make sense.”
     —Sonia Cabell

Jacquey Barber, director emerita of The Learning Design Group at UC Berkeley's Lawrence Hall of Science, joins the podcast to discuss her research on the symbiotic relationship between literacy and science, as well as what educators should be looking for in high-quality, literacy-rich science curricula. She also goes into strategies for engaging students, including the do, talk, read, write model, then ends the episode by highlighting the many ways science supports reading.

Show notes:

UCLA CRESST

The Knowledge Gap: The Hidden Cause of America's Broken Education System—and How to Fix It by Natalie Wexler

No More Science Kits or Texts in Isolation by Jacqueline Barber and Gina Cervetti.

Podcast Discussion Guide

Quotes:

“Literacy is a domain in search of content; science is a domain in need of communication.”
—Jacquey Barber

“Develop opportunities for students to learn to read, write, and talk like scientists do.”
—Jacquey Barber

Dr. Amy Murdoch is the assistant dean of Reading Science in the School of Education at Mount St. Joseph University. She received her doctorate in school psychology with an emphasis in early literacy from the University of Cincinnati. In this episode, she chats with Susan Lambert about creating prominent graduate and doctoral programs in the Science of Reading, and the responsibility of training the next generation of early literacy educators. She discusses how she has seen Science of Reading interest escalate, shares her hopes for the future of reading science in schools, and offers advice for those who are new to the Science of Reading and/or exploring an advanced degree rooted in reading science.

Show notes:

Beginning to Read by Marilyn Adams

Meaningful Differences in the Everyday Experience of Young American Children by Betty Hart and Todd R. Risley

Project Ready! An Early Language and Literacy Program to Close the Readiness Gap - Research article

Mount St. Joseph University Reading Science Program

Center for Reading Science

Quotes:

"Don't do it alone, try to find community and find people you can, you know, your trusted colleagues that you can bounce ideas off of and grow your learning."
—Dr. Amy Murdoch

"Sometimes things are not completely clear and we need to collect more evidence in data and we do the best we can until we kind of refine a practice that we're trying to figure out, especially for children who really have significant struggles with reading."
—Dr. Amy Murdoch

"We're all working towards the same goal of helping all children enter the world of reading successfully and continue that path of reading successfully."
—Dr. Amy Murdoch

Mickey Smith Jr. is an acclaimed Louisiana educator, author, saxophonist, and self-described "solutionist" who feels a strong calling to help educators and teachers. Mickey, who received the Grammy Music Educator Award in 2020, brings his motivational blend of music and message to this very special episode in which he and Susan Lambert discuss music, perseverance, and finding purpose as educators and human beings. In between interludes of uplifting songs and stories, Mickey shares his proven principles for helping educators create sound connections and culture in today's classrooms. He also describes his methods for providing all-purpose encouragement and offers a tangible approach to finding one's own personal mission statements—or, as he likes to call it, our legacy song.

Show notes:

Mickey Smith Jr.  - Website

See the Sound -  Podcast

The Keep Going Tour

Quotes:

“I want to share some of the things that helped me to keep going, so that someone else won’t miss their next and best steps.”
—Mickey Smith Jr. 

“I believe we all have a sound. I think our success comes, number one, from the promises we make and keep with ourselves, but also the authenticity we live out that sound with.”
—Mickey Smith Jr. 

“If we all have a sound, ultimately I think our goal should be to create a legacy song.”
—Mickey Smith Jr.

“The sound I’m talking about is not the audible but the internal. It’s that thing that leaves an effect with folks beyond what you just teach them. It’s how you reach them.”
—Mickey Smith Jr.

Dr. Desirée Pallais-Downing is an assistant professor of instruction in the Bilingual/Bicultural Education Program at the University of Texas at Austin. Having lived in Nicaragua, England, the United States, and Spain, she has experienced bilingual learning across four different countries. In this episode, she differentiates between sequential and simultaneous bilingualism, and the importance of assessment in the home and second languages before diving deep into the linguistic structures of Spanish vs. English. She also offers advice for non-Spanish speakers on the best ways to support Spanish speakers.

Show notes:

Dr. Desirée Pallais-Downing - Website

Quotes:

"The way we position students in our classrooms can open or close opportunities for them to shine. When we bring in their knowledge and cultural experiences, we open more opportunities for them to be successful."

- Dr. Desirée Pallais-Downing

"There's very strong research on how language and literacy skills are transferable from Spanish to English, and that transfer from Spanish to English is not automatic."

- Dr. Desirée Pallais-Downing

Dr. Kymyona Burk is Policy Director for Early Literacy at the Foundation for Excellence in Education (ExcelinEd). In this role, she supports states pursuing a comprehensive approach to K–3 reading policy. She joins host Susan Lambert to give listeners a look behind the curtain of the legislative process creating education policy, including writing and passing literacy legislation, the politics of advocating for the Science of Reading within legislation, and what the results look like for states that have this legislation in place.

Show notes: 

ExcelinEd profile page

The Perfect Storm: Mississippi’s Momentum for Improving Reading Achievement - The Reading League Journal

Amplify’s Virtual Symposium 2022 - Celebrating Biliteracy: Realizing a Better Future for Our Spanish Speakers

Quotes:

“A literacy law is an equity law … there has to be some type of consistent language around what effective reading instruction looks like in classrooms.”

— Dr. Kymyona Burk

Claude Goldenberg joined the podcast to introduce what he argues is much-needed skepticism to the conversation of reading science. Goldenberg mentions that while the Science of Reading may be the latest buzzword, reading science is here to stay and, like any other science, will only grow stronger alongside informed critique. He later talks about the foundational skills and what the movement can learn from the failings of Reading First; offers advice for implementation; and ends with a hopeful note, highlighting that all educators can come together around a shared mission to see students succeed. 

Show notes: 


Quote: 
“If we listen, if we communicate clearly, if we pay attention, giving people the benefit of the doubt that what they want is for all kids [to succeed], I think we can move forward.”

— Dr. Claude Goldenberg


Lessons Learned? Reading Wars, Reading First, and a Way Forward by Margaret Goldberg and Claude Goldenberg

Reading Wars, Reading Science, and English Learners by Claude Goldenberg

Amplify’s Virtual Symposium 2022 - Celebrating Biliteracy: Realizing a Better Future for Our Spanish Speakers

Teaching All Students to Read: Practices from Reading First Schools With Strong Intervention Outcomes by Elizabeth Crawford & Joseph Torgesen

Catch Them Before They Fall by Joseph K. Torgesen

Susan Lambert is joined by Dr. Brittney Bills, educator and recent Science of Reading Star Award Winner to discuss MTSS. Dr. Bills began her journey as a school psychologist for six years before transitioning to the role of curriculum coordinator at Grand Island Public Schools. In this episode, Dr. Bills explains what MTSS is and how it centers on prevention rather than intervention. She talks about the intersection of universal screening data and MTSS and provides advice on evidence-based strategies and techniques to make a positive impact in your classroom. Using examples from her own district, Dr. Bills discusses avoiding burnout, learning to use data, and the process of ongoing improvement.

Show notes:

Learn more about the Science of Reading for English learners at Celebrating Biliteracy: Realizing a Better Future for Our Spanish Speakers. Register here!

Joining host Susan Lambert, Dr. Doris Baker speaks from her background researching the academic outcomes of English language learners to discuss ways educators can better engage and support all of their students. Dr. Baker emphasizes how much there is to learn about our native language by learning another language, and the many advantages of bilingualism. She then dives into a conversation around codeswitching and the importance of cultural awareness. Dr. Baker also gives listeners practical advice on how to include English language learners in core instruction and highlights how critical it is to provide students with opportunities to engage in sophisticated and deep conversations. Lastly, Dr. Baker outlines how educators can include parents in their children’s language learning by teaching them how, when, and what to read to their kids—in their native language!

Show notes:

Learn more about the Science of Reading for English learners from Dr. Baker and other experts at Celebrating Biliteracy: Realizing a Better Future for Our Spanish Speakers. Register here!


Webinar: The Importance of Dual Language Assessment and How to Deliver It in Your Classroom

Research paper: Effects of Spanish vocabulary knowledge on the English word knowledge and listening comprehension of bilingual students

Today on the podcast, we‘re joined by literacy expert Jan Hasbrouck, Ph.D. Dr. Hasbrouck is an education consultant, author, and researcher. She opens the episode talking about her start with literacy, underscoring how she was one of the lucky ones who learned how to teach reading correctly in college. Dr. Hasbrouck also discusses what it’s like to combat skepticism—both of the Science of Reading and the power of assessment. She then goes on to talk about the book she co-authored on student-focused coaching and ends the episode by addressing assessment anxiety directly, including a discussion of where it comes from, the importance of progress monitoring, and more!

Student-Focused Coaching by Jan Hasbrouck, Ph.D., Daryl Michel, Ph.D.

Susan Lambert joins biliteracy expert and professor Dr. Lillian Durán, who holds a doctorate in educational psychology from the University of Minnesota and researches the improvement of instructional and assessment practices with preschool-aged dual language learners (DLLs).

Durán begins by pointing out the difference between being bilingual and biliterate, then describes the key advantages of being bilingual and the unique skills students who speak multiple languages bring to school. She then discusses how the Simple View of Reading connects to Spanish, the double standard often occurring when bilingual students are celebrated vs. when they are not, and the process of screening and assessment for multilingual students. Lastly, Dr. Durán compels educators to avoid viewing biliteracy and dual language support as a sub-population of their classroom and instead prioritize the development of students’ home languages, whatever they may be, alongside English instruction.

Quotes:

“Language is inextricably linked to culture. We want to make sure these families and children feel valued and honored within our schools.” —Dr. Lillian Durán

“No matter what language you start to learn some of those skills in, there's a transfer and understanding of how to listen to sounds and how to put sounds together.” —Dr. Lillian Durán

Episode Content Timestamps*

0:30: Introduction: Who is Dr. Lillian Durán
3:00: Multilingual vs. Multiliterate
7:00: Benefits of being bilingual
9:00: How the simple view of reading framework relates to Spanish
13:00: Double standards when it comes to bilingualism
17:00: Assessment for Spanish speaking chlidnrn
26:00: Promoting Spanish language and literacy development within English-only instructional environments
30:00: Final thoughts and advice

*Timestamps are approximate, rounded to nearest minute

Host Susan Lambert is joined by Lacey Robinson, CEO of UnboundEd, who opens the podcast by telling her personal story of learning to read and describing how literacy empowered her to pursue education reform. She emphasizes the responsibility that educational practitioners and leaders have and describes the literacy experiences of Black students. She also outlines what productive struggle should look like in the classroom, encouraging educators to enable more rigorous reading opportunities.

Quotes:
“Not everybody has to love to read. Everybody deserves the right to read."
— Lacey Robinson

“I would lose myself in books. I would wrap myself up in characters and lands and places. My mother told me that day that once they taught me how to read, nobody would ever be able to take that away.” —Lacey Robinson

Show notes: 

GLEAM instruction

UnboundEd

Estimated timestamps*
1:00: Introduction: Who is Lacey Robinson?
10:00: Lacey Robinson's work at UnboundEd
18:00: Anti-bias toolkit
21:00: DEI and the Science of Reading
34:00: Equity at the center of design
38:00: Overcoming fear and shame
40:00: Gleam instructional framework
48:00: Rigorous and productive instruction
53:00: New things in the works for Lacey Robinson
57:00: Reflections on Lacey's younger self
59:00: Final thoughts
*Timestamps are approximate, rounded to nearest minute

In this episode, Susan Lambert sits down with all of our Science of Reading Star Award winners to discuss their journey with the Science of Reading—from the very beginning, to the work they are doing now. Susan is joined by Brittney Bills (Curriculum Coordinator, Grand Island Public Schools, Nebraska) and Alli Rice (Elementary ELA Lead, Kansas City Public Schools, Kansas), who both won our Amplifying Your District award. Susan also talks with Anila Nayak (Instructional Coach and Reading Intervention Teacher, Los Angeles Unified School District, California), winner of our Superstar award that celebrates a teacher who has made a direct impact on their students by applying the Science of Reading. Lastly, this episode features Cathy Dorbish (Principal, Austintown Elementary School, Ohio), who won the Standout School award that celebrates educators successfully shifting their school to the Science of Reading. These incredible educators share their stories of driving change, giving listeners inspiration and advice to take back to their own schools and classrooms.

Quotes:

“School is a happy place. You need to enjoy being with the kids and making a lasting impact that really matters.” —Anila Nayak

“When you’re helping teachers and supporting other people’s classrooms, you do as much as you can.” —Alli Rice

Show notes: 

Learn more about our winners.

Read Brittney’s spotlight.

Read Alli’s spotlight.

Read Anila’s spotlight.

Read Cathy’s spotlight.

In this episode, Susan Lambert joins senior product specialist at Amplify, Kamilah Simpson. Kamilah’s roots in education took shape when she was a Title 1 middle school intensive reading teacher and from there she became an instructional coach. Kamilah shares her knowledge with podcast listeners as she dives into teaching reading to middle school students. She gives tangible advice on how to allow for productive struggle so that students can learn through discovery. Some of the topics Kamilah highlights include complex text and rigor, learning to scaffold, the importance of having students listen to text, incorporating writing practice, and supporting students without over-supporting. Finally, Kamilah stresses the importance of motivating middle school students to read by providing texts that they can see themselves and their world in.

Quotes:

“Students are going to write more when they have something to write about. It goes back to that discovery. It goes back to allowing them to have a productive struggle.” —Kamilah Simpson

“Are these texts that my students can find something of themselves in? Or are these just texts that have absolutely nothing to do with anything pertaining to their lives, their world, or their peers? What would motivate them?” —Kamilah Simpson

In this episode, Susan Lambert sits down with Kareem Weaver to discuss change management for educators implementing the Science of Reading. Kareem Weaver is a member of the Oakland NAACP Education Committee and a leader of the organization Full and Complete Reading is a Universal Mandate (FULCRUM). He was also an award-winning teacher and administrator in Oakland, California, and Columbia, South Carolina. Kareem discusses what the Science of Reading is at the simplest level and why it’s important that educators are undivided in backing the research. He goes on to give an impassioned plea to educators to come together, because this is an issue that impacts all kids. Kareem also highlights the importance of meeting educators where they are and realizing that change cannot happen if teachers aren’t given the tools and support they need first. Lastly, Kareem calls for systemic changes to education so that teachers can do their jobs in a way that is balanced, sustainable, and ultimately benefits the students.

Quotes:
“In order to save our kids and to get them competitive in the information age, they have to be able to access information. And so we’ve got to focus on literacy.” —Kareem Weaver

Show Notes:

FULCRUM: Full and Complete Reading is a Universal Mandate

Episode Timestamps*
1:00: Who is Kareem Weaver?
3:00: Shortcoming in undergraduate education prorgrams
4:00: Diagnosing Dyslexia
9:00: The meaning of "the Science of Reading"
12:00: Literacy is an issue that affects everybody
16:00 FULCRUM organization and its origins
21:00: What does FULCRUM stand for?
23:00: Literacy, equity, and incarceration
32:00: Change management
46:00: Making the shift to the Science of Reading
50:00: Supporting teachers
57:00: Science of Reading movement: Opportunities and concerns

*Timestamps are approximate, rounded to nearest minute

In this episode, we join Susan Lambert as she revisits a conversation she had during season 1 with Dr. Nancy Nelson, a research assistant professor at the Center on Teaching and Learning at the University of Oregon. They discuss myths and misconceptions around Response to Intervention (RTI), Multi-Tiered Systems of Support (MTSS), and universal screening in reading instruction. Dr. Nelson also describes her work on DIBELSⓇ and explains the importance of dyslexia screeners and what tools need to be in place for RTI to work well.

Quotes:

“Education is one of the few things that students experience in life that has the ability to change their trajectory.” —Dr. Nancy Nelson

“I feel very strongly that students get access to instruction that is delivered through evidence-based practices, because that’s what we know works.” —Dr. Nancy Nelson

In this episode, we join Susan Lambert as she talks to 10th grader Hadyn Fleming about his experiences growing up with dyslexia. Hadyn shares his story of moving around a lot and what it took in his educational journey to feel like he had the tools and resources to be successful. Hadyn openly discusses the experiences that made a difference in his life and candidly discloses what it really feels like to have dyslexia. He also shares the way that dyslexia impacts all facets of education and, conversely, how becoming a confident reader gave him increased confidence in other areas of his life. Lastly, Hadyn helps debunk dyslexia myths, and talks about how an educator's belief in their students' potential is essential to student success.

Quote:
“Give us the opportunity to be great and we will not disappoint you.” —Hadyn Fleming

Show Notes:

Rocky Mountain Camp for Kids with Dyslexia

https://www.verticalskillsacademy.org/

In this episode, we join Susan Lambert as she talks to Ricky Robertson about building systems of support for students impacted by Adverse Childhood Experiences (ACEs) and the educators who work with them. Ricky is an educator, author, and consultant who has worked with alternative and traditional schools. The episode focuses first on how teachers can prioritize their own self-care and why it is essential in order to care for students. Ricky then goes into explaining what ACEs are and the ways that fight, flight, freeze, and fawn responses can manifest in the classroom. Lastly, they go into explaining resilience and how routine and relationships help build a foundation for resilience—ending on a note of encouragement to educators that their investment is never wasted.

Quote:
"Books have been some of my most meaningful companions … there’s a form of attachment that can occur between a reader and a story or a book that can actually be a safe space of refuge." — Ricky Robertson

Show Notes:

Teach for Trust - Ricky Robertson

Building Resilience in Students Impacted by Adverse Childhood Experiences by Ricky Robertson, Victoria E. Romero, and Amber Warner

Ricky Robertson: Adverse Childhood Experiences Webinar [Video/Webinar]

Adverse Childhood Experiences: Trauma-Informed Strategies for Teacher and Student Well-Being [Video/Webinar]

In this episode, we join Susan Lambert as she rewinds the tape and highlights some of the standout learning moments that have occurred throughout this season of the podcast. Guests like Sue Pimentel, Julie Washington, Nadine Gaab, and more have all taught us invaluable lessons about the Science of Reading. You’ll hear top takeaways from each of their episodes as they cover topics such as literacy accelerators, learning to read digitally versus in print, teaching reading to multi-language learners, dialectical variety, and so much more.

Quotes:

"My gratitude extends to these amazing guests who are helping us become more informed about the complexities and realities of learning to read."

Show notes:

Podcast Episode 5: Sue Pimentel

Reading as Liberation—An Examination of the Research Base by Sue Pimentel, Meredith Liben, and Student Achievement Partners

Podcast Episode 4: Lauren Trakhman & Patricia Alexander (UMD)

Podcast Episode 7: Julie Washington

Podcast Episode 8: Elsa Cárdenas-Hagan

Podcast Episode 9: Nadine Gaab

In this episode, Susan Lambert joins Dr. Nadine Gaab to discuss dyslexia and the developmental progression of the brain and behavior of students as they learn to read. Dr. Gaab, an Associate Professor of Education at the Harvard Graduate School of Education, focuses on both typical and atypical learning trajectories from infancy to adulthood, with a special emphasis on language and reading development and the role of the environment in shaping these trajectories. In this episode, Dr. Gaab provides further insight into these developmental trajectories as they relate to early intervention for at-risk students. She differentiates between early diagnosis of dyslexia versus early identification of at-risk students. Adding nuance and complexity to the discussion of dyslexia, Dr. Gaab emphasizes the ways educators can ensure that all students experience the joy of learning to read.

Quote:
“We want to make sure that we find everyone who is struggling with learning to read and make sure that everyone gets to experience the joy of learning to read.“ —Dr. Nadine Gaab

Show Notes:

Gaab Lab website 

Gaab Lab - myths about dyslexia , by Nadine Gaab 

National Center for Improving Literacy

Video - How the brain learns to read by Nadine Gaab 

Tracing the Roots of Language and Literacy

Reading to Rewire 

In this episode, Susan Lambert is joined by Elsa Cárdenas-Hagan to discuss the unique challenges and opportunities presented when teaching multilingual learners how to read. Dr. Cárdenas-Hagan is a bilingual speech language pathologist and a certified academic language therapist. She is also the director of Valley Speech Language and Learning Center in Brownsville, Texas. She discusses how teachers can make connections between students’ home languages and English in order to celebrate their language and give them new tools to better understand English. She stresses the importance of teachers educating themselves on their students’ home languages so they can spot orthographic and phonological similarities and differences. Lastly, she highlights the importance of educators collaborating for the success of the students.

Quotes: 

“The more we’re able to read, the more we’re able to learn.“—Dr. Elsa Cárdenas-Hagan 

“Sometimes as teachers, we feel so overwhelmed with, “Oh, I don't know that language. How in the world am I going to introduce a whole new thing?” Instead we should be starting to understand connections.”—Dr. Elsa Cárdenas-Hagan 

Show Notes:

Literacy Foundations for English Learners: A Comprehensive Guide to Evidence-Based Instruction by Elsa Cárdenas-Hagan

Presentation: Making Connections for Structured Literacy Instruction Among English Learners

Reading SOS Special Video Series: Expert Answers to Family Questions About Reading

Online book study of Literacy Foundations for English Learners By Dr. Elsa Cárdenas-Hagan

Mylanguages.org

Episode Content Timestamps*

3:00: Who is Elsa Cárdenas-Hagan?
10:00: Different models of programs for English language learners and how to use them
16:00: There's not one right and one wrong model
19:00: Scarborough's Rope in the context of English language learners
25:00: Making connections between English and other languages: Resources and encouragement
32:00: The importance of structured literacy to English language learners
40:00: Book: Literacy Foundation for English Learners by Elsa Cárdenas-Hagan
51:00: Advice for teachers who only speak English
59:00: Reading disability prevention and support

*Timestamps are approximate, rounded to nearest minute

In this episode, Susan Lambert is joined by Dr. Julie Washington to discuss linguistic variety and dialects as difference, not error, and how to best support all students as they learn to read. Dr. Washington, professor in the School of Education at the University of California, Irvine (UCI) and a speech-language pathologist, offers practical advice for educators teaching reading to children who don’t use general American English and discusses how to do so in a way that respects students' community languages and dialects. She reminds educators that students rise or fall to the expectations set for them, and encourages educators to remember that if they embrace language variety as something that needs to be understood and incorporated into developing successful readers, they will develop successful readers.

Quotes:
“Teachers need to know about the language variety that their students are speaking.” —Dr. Julie Washington

“Educating yourself as a teacher and recognizing where there is variety and difference and not error is critical for how you'll respond to it.” —Dr. Julie Washington

Show Notes:

• Teaching Reading to African American Children by Julie A. Washington and Mark S. Seidenberg
• Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad

Episode timestamps*
02:00 Introduction: Who is Julie Washington?
07:30 Linguistic variety and the simple view of reading
11:02 Understanding General American English
16:00 Challenges faced by high density dialect users
31:00 Addressing the fourth grade reading benchmark and NAEP data
35:00 Introduction to the Julie Washington’s article with Mark Seidenberg
8:00 Key Recommendations for teachers from the article
41:00 Expanding children’s knowledge before school
47:00 Constructive Responses to dialects in the classroom
54:00 Final thoughts and encouragement for educators
*Timestamps are approximate, rounded to nearest minute

In this episode, Susan Lambert joins elementary educator Lindsay Kemeny for a conversation about her journey of discovery with the Science of Reading. A current second grade teacher with ten years of experience in elementary education, Lindsay Kemeny has been published in the Reading League Journal and spoken alongside literacy experts like Emily Hanford. In this episode, Lindsay discusses how she processed her shock and guilt at realizing she’d never been taught how to properly teach reading. She also discusses the journey she took as a mother and an educator when her son was diagnosed with severe dyslexia alongside depression, and how that inspired her to dive into what is needed for good literacy instruction and what students with learning disabilities need. Listeners will also hear stories from additional educators from across the country about how the Science of Reading has transformed their classrooms.

Show Notes:

The Learning Spark blog

Sink or Swim: The Appearance of Reading by Lindsay Kemeny

Quotes:

“The ability to read is so tightly connected to our self-esteem.” —Lindsay Kemeny 

“I love the phrase we have in the Science of Reading community: Know better, do better.” —Lindsay Kemeny


Content Warning:

CW // depression, suicide

This episode includes discussion of depression and suicidal thoughts, specifically as it impacts students with learning disabilities. This is a very sensitive but important topic that impacts educators, parents, and students alike. It is also a pivotal part of today’s guest’s story. We understand that not everyone is in a place to listen to today’s episode and we look forward to having you with us next week. 

If you or a loved one is struggling with depression or suicidal thoughts please call the national suicide prevention hotline at 1-800-273-8255. For additional resources, please visit: https://suicidepreventionlifeline.org/

In this episode, Sue Pimentel—co-founder of the nonprofit StandardWorks, founding partner of Student Achievement Partners, and lead author of the Common Core State Standards for ELA—joins Susan Lambert to discuss her new report "Reading as Liberation—An Examination of the Research Base." Sharing key insights, she expands on her findings about personalization, literacy accelerators, and implementation, as well as how mutual respect between student and teacher is key to reading success.

Quote:
“Reading is power. In our society, in our culture, it is about power and freedom when you learn how to read.” - Sue Pimentel

Resources:
Reading as Liberation—An Examination of the Research Base by Sue Pimentel, Meredith Liben, and Student Achievement Partners

Announcements:
Looking to adopt the Science of Reading in your classroom or district? We have all the tools to help you make the shift at scienceofreading.amplify.com

Announcing the inaugural Science of Reading Star Awards! Nominate a Science of Reading champion in your district for a chance to win $500. https://amplify.com/sor-star-awards/

In this episode, Susan Lambert sits down with Lauren Trakhman and Patricia Alexander, professors from the Department of Human Development and Quantitative Methodology within the College of Education at the University of Maryland, College Park, to discuss their research on the effectiveness of teaching reading in print vs. digitally. Their conversation explores the ways in which teaching reading in print remains vital even in a digital world. Drs. Trakhman and Alexander also explain why it's important to avoid making assumptions about students' abilities to use technology and how that can be a detriment to reading success. Lastly, they discuss strategies for using technology to boost children's foundational skills.

Quotes:
“Rule one is: no teacher at any level should assume that their students are digital natives.” - Dr. Patricia Alexander

“As we saw in this pandemic, reading digitally is not going anywhere ... and, in fact, is what made learning even a possibility the past year and a half.” - Dr. Lauren Trakhman

Resources:
Lauren Trakhman Bio and research

Patricia A. Alexander Bio and research

Announcements:
Looking to adopt the Science of Reading in your classroom or district? We have all the tools to help you make the shift at scienceofreading.amplify.com

Announcing the inaugural Science of Reading Star Awards! Nominate a Science of Reading champion in your district for a chance to win $500. https://amplify.com/sor-star-awards/

 This episode features Dr. Sheila Clonan discussing her work with identifying learning disabilities (particularly dyslexia) in children. Dr. Clonan also explores the mental and emotional effects of learning to read with dyslexia and how it impacts behavior and self-concept, providing two insightful analogies that illustrate what it feels like for students who aren’t given explicit instruction but are still expected to know how to read. She then ends the episode with practical advice for educators and parents on how to support and encourage children.

Quotes:
“Find your child's interests or your student's interests and strengths and pursue those and give them opportunities to let those feed their soul.”

“I don’t think there’s anyone who goes into teaching, not caring about children and not wanting what’s best for children.”

Show Notes:

Dyslexia by Sally E. Shaywitz

International Dyslexia Association Fact Sheets

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Dr. Tracy Weeden, CEO and President of the Neuhaus Education Center, joins host Susan Lambert to discuss ensuring literacy success for all. She shares what it means to be a literacy ally, what the ‘COVID Chrysalis’ is, and how teachers need to bridge the gap between the language students learn in school and the language they bring from home.

Quote: 

“Quality of life and literacy are intrinsically tied to one another.”

Resources:

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Kicking off our new season, Susan Lambert hosts this special episode with Laura Cusack, Executive Director of K–8 ELA Strategy at Amplify. This dynamic duo sheds light on the pandemic’s effects on literacy achievement and strategizes how to make up for lost foundational skills while keeping students moving forward in grade-level learning. They also urge educators to make it a point to honor the diverse experience of their students during reading instruction.

Quotes:

“It’s all about growing and learning.”

“When we get that diversity of kids in the classroom, we have to honor all of their experiences.”

Resources:

The Reading Comprehension Blueprint by Nancy Hennessy

Speech to Print by Louisa Moats

Amplify Science of Reading Handbook (Primers #1 and #2)

Science of Reading: The Podcast w/ Louisa Moats Episode

Science of Reading: The Podcast w/ Nancy Hennessy Episode

Science of Reading: The Podcast w/ Laurence Holt Episode

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join your host, Susan Lambert, as she recaps Deconstructing the Rope, our series for season 3 of Science of Reading: The Podcast. She highlights the special guests we’ve had this season such as Louisa Moats, Bruce McCandliss, and Sonia Cabell and shares their expert insights on Scarborough’s Reading Rope. From vocabulary to word and sight recognition, tune into this special episode and cement this knowledge in your Science of Reading journey.

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join DeJunne’ Clark Jackson, vice president of program development for the Center for Development and Learning, as she talks about delivering instruction all students can access. She also urges listeners to foster better experiences for educators and students. Finally, she speaks on the connection between the Science of Reading and dyslexia.

Quotes:

“The intersection of the Science of Reading and dyslexia is that the Science of Reading is the foundation for what dyslexia therapy is built upon.”

“Access is the core and focus of equity. Bias is the major barrier of diversity. Inclusion is the ultimate goal.”

Resources:

Center for Development and Learning

Plain Talk Conference

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Alana Mangham, literacy specialist for the Center for Development and Learning, as she shares her pathway from educator to changemaker in the Science of Reading field. She’ll also highlight her successful four-part literacy plan and urge you to question your instructional practices to better foster reading achievement in children today.

Quotes:

“The power in not being an expert to start out with is that we grow together.”

“We need to give teachers credit, but we need to get to work. We have things to do.

Resources:

Center for Development and Learning

Growing Reading Brains

Plain Talk Conference

Narrowing the Third Grade Reading Gap | EAB

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Kate Cain, professor of language and literacy at Lancaster University, as she unwinds language structures, a strand of Scarborough’s Reading Rope. In the latest episode of our Deconstructing the Rope series, Kate explores language structures in the simple view of reading and explains its connections across reading comprehension in literacy development. She also highlights the reciprocal relationship between books and conversation and underscores the importance of reading aloud to children from a young age to develop their vocabulary and semantics. 

Quotes:

“Simply knowing the individual word meanings and the word order alone is not going to be sufficient to have accurate sentence comprehension.”

“The language of books is different from the language of conversation.”

References:

Professor Kate Cain’s Publications Site

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

Join Nancy Hennessy, past president of the International Dyslexia Association, as she unwinds vocabulary, a strand of Scarborough’s Reading Rope. In the latest episode of our Deconstructing the Rope series, Nancy defines the role of vocabulary and elaborates on the nuanced structures of comprehension in literacy instruction. She also highlights how to explicitly teach vocabulary to students through her research-backed, four-pronged approach. 

 Quotes:

"Every one of the strands of the rope is important. If any strand frays, then reading is in jeopardy. "

"Vocabulary instruction is really getting our students interested in words as the building blocks of our language." 

Resources:

The Reading Comprehension Blueprint: Helping Students Make Meaning from Text by Nancy Hennessy

Daniel Willingham–Science & Education

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.